This video tutorial covers the process of dividing radical expressions by rationalizing the denominator. It explains how to handle single-term denominators by multiplying with a radical to form a perfect nth root, and how to use conjugates for denominators involving sums or differences. The tutorial includes examples with square roots and cube roots, demonstrating step-by-step simplification. The video concludes with a complex problem, emphasizing different ways to express the final answer.

What is the primary goal when rationalizing the denominator in a radical expression?

• To convert the expression into a fraction

• To make the numerator a perfect square

• To eliminate the radical from the denominator

• To simplify the entire expression to zero

When simplifying a quotient with a single-term denominator, what should you multiply the numerator and denominator by?

• A radical that makes the denominator a perfect nth root

• The reciprocal of the denominator

• A constant value

• The square of the numerator

In the example of 3 divided by the square root of 7, what is the simplified form of the expression?

• 3/7

• 7 square root 3 over 3

• 3 square root 7 over 7

• 3 square root 7

How many factors of 2 are needed to simplify a cube root in the denominator?

• 2 factors

• 3 factors

• 4 factors

• 5 factors

Tags

CCSS.8.EE.A.2

What is the result when the cube root of 8 is simplified?

• 8

• 16

• 2

• 4

When dealing with a sum or difference in the denominator, what technique is used to eliminate the square root?

• Multiplying by the reciprocal

• Dividing by the numerator

• Adding a constant

• Using the conjugate

Tags

CCSS.HSN.CN.A.1

What happens to the middle terms when multiplying conjugates?

• They double

• They cancel each other out

• They remain unchanged

• They become negative

Tags

CCSS.HSN.RN.A.2

In the example with the conjugate, what is the simplified form of the denominator?

• 5

• 9

• 7

• 11

Tags

CCSS.HSN.RN.A.2

What is the final simplified form of the expression in the last example?

• 2 square root 5 + 2 square root 10 - 3 square root 2 + 3 all over 11

• 2 square root 5 + 2 square root 10 - 3 square root 2 - 3 all over 11

• 2 square root 5 - 2 square root 10 + 3 square root 2 - 3 all over 11

• 2 square root 5 - 2 square root 10 + 3 square root 2 + 3 all over 11

Tags

CCSS.7.NS.A.2B

Why might textbooks prefer not to have a negative in the denominator?

• It makes the expression harder to read

• It changes the value of the expression

• It is considered improper form

• It is more difficult to calculate

Tags

CCSS.7.NS.A.2B